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(Re)articulating the Identity of the...

Schlemmer, Ross H.

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(Re)articulating the Identity of the Artist/Teacher.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	(Re)articulating the Identity of the Artist/Teacher./
作者:	Schlemmer, Ross H.
面頁冊數:	300 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3672200
ISBN:	9781321495133

(Re)articulating the Identity of the Artist/Teacher.
Schlemmer, Ross H.

(Re)articulating the Identity of the Artist/Teacher. - 300 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2014.

This item must not be sold to any third party vendors.

My dissertation examines the social and cultural discourses that articulate the identity construction of the artist and the teacher. It uniquely compares and contrasts sets of theories and cultural practices in and outside of art education, providing a broad view of learning that attends to individual differences and similarities in perceiving meaning around contemporary art and pedagogy set within social, political, and institutional frameworks.

ISBN: 9781321495133Subjects--Topical Terms:

547650
Art education.

(Re)articulating the Identity of the Artist/Teacher.
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500 $a Adviser: Jennifer Richardson.
502 $a Thesis (Ph.D.)--The Ohio State University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a My dissertation examines the social and cultural discourses that articulate the identity construction of the artist and the teacher. It uniquely compares and contrasts sets of theories and cultural practices in and outside of art education, providing a broad view of learning that attends to individual differences and similarities in perceiving meaning around contemporary art and pedagogy set within social, political, and institutional frameworks.
520 $a Discourse is both socially constitutive and socially conditioned---both in the sense that it maintains the status quo and that it has the potential for transformation. By examining and questioning these discourses, I am able to reveal how knowledge is created and transmitted as a means by which to organize social institutions and to exercise power. My research functions to analyze the structural relationships of dominance and discrimination that are legitimized through language as well as practice.
520 $a My research identifies and examines existing narratives from teaching artists who primarily identify as artists, yet are struggling with the often-conflicting roles of the artist and the teacher. In particular, through Dispositive Analysis, my dissertation examines the potential conflicts that arise as contemporary art and theory challenge and conflict with the practices art teachers have developed as artists.
520 $a A dispositive is a system of knowledge that links discourse, events, and objects created by people using this knowledge. As a form of Critical Discourse Analysis, Dispositive Analysis focuses upon both the synthesis of discursive practices and their materializations. One of the contentions of my dissertation is that subjects are a materialization of discourse, thus the purpose of my research is to analyze the materializations involving the discourse of the artist/teacher and to render the power relations visible.
520 $a My research focuses on the constitution of the self/subject between artist and art educator, within discourse intimately bound up in the social and cultural, in an effort to help enrich the understanding of learning, meaning making, and the subject of and in art education. This study forces us to consider diverse conceptions of identity, rather than the preconceived subject positions that have been made available to us. A more fluid (re)articulation of these roles can have a profound effect upon the identity construction of the art teacher, and consequently the field of Art Education---particularly how we prepare teachers.
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